Internationalizing Teacher Education in the United States

1. Internationalizing Teacher Education in the United States Beverly D. Shaklee, Ed.D. Director, Center for International Education George Mason University College of Education & Human Development

2. Four target areas B. Shaklee, 2013 Expanded views of diversity to include international global viewpoints Professional development experiences that lead to inter-cultural competence for faculty and students Foreign language & intercultural communication requirements Use of curriculum, technology and other resources to expand the ‘view from Virginia’ in relation to the world

3. U. S. Teachers B. Shaklee, 2013 Primarily from western or westernized nations Primarily English speaking < 10% another language Primarily prepared in western models of teacher education Primarily prepared to teach in the English medium Primarily female: ratio is 3 to 1 Primarily Caucasian Primarily live away from the school community

4. Areas of potential conflict Comparisons Western Perspectives Personal Control Change Time/Control Equality Individualism Self- Help Competition Future Orientation Action/Work Other Countries Fate Tradition Human Interaction Rank/Status/Hierarchy Group’s Welfare Birthright Inheritance Cooperation Past Orientation “Being” Cushner, McClelland,Safford 2013 Teaching Practices B. Shaklee, 2013

5. B. Shaklee, 2013

6. Our students B. Shaklee, 2013 • Virginia, 135 school districts = 1,250,852 students • 36.7% are on free/reduced lunch • 14.4% speak a language other than English at home • 7% receive ELL services • 41% classified as ‘minority’ • 11% were born internationally • 22.9% are under the age of 18

7. With a partner B. Shaklee, 2013 What are ways in which your professional development programs or teacher education programs attempt to bridge the gap between teachers and students?

8. Vivian Gyssin Paley B. Shaklee, 2013 “ It is often hard to learn from people who are just like you. Too much is taken for granted. Homogeneity is fine in a bottle of milk, but in the classroom it diminishes the curiosity that ignites discovery.”

9. Where Cultures Intersect B. Shaklee, 2013 • Schools and Classrooms • School Culture • Student Culture – norms, traditions, religion and values • Teacher Culture • “Best” predisposed to regard diversity as interesting • “Worst” diversity = deficit • “Seldom” is diversity seen as exciting and enriching • Cushner, McClelland, Safford, 2012

10. Sara Lawrence Lightfoot B. Shaklee, 2013 Many good teachers are wishing that the diversity they see in September will somehow fade away as the class becomes a group.”

11. Multicultural-International B. Shaklee, 2013 • Teachers who are prepared for multicultural settings normally focus on diverse domestic population, which may include some students who have recently immigrated…it is not clear how the knowledge and skills used with national students apply to international students or their families. • Levy, 2007

12. International - multicultural B. Shaklee, 2013

13. Expanding views B. Shaklee, 2013 • Cross-cultural experiences • Knowledge of diverse cultures • Understanding of globalization • Intercultural Communication skills • Enhanced ability to work with and learn from people different from themselves • Shared belief in values that support diversity, equity and global connectedness • Merryfield, 2001

14. International B. Shaklee, 2013 STATE State of Virginia – what does it mean to be a citizen? NATIONAL United States of America – what does it mean to live and contribute to a democratic society? INTERNATIONAL The World – what does it mean to be inter-dependent with the world? What is my responsibility?

15. Low-Performing Schools B. Shaklee, 2013 There is a chance that international curriculum and practices will be seen as only for high performing schools creating an opportunity gap. There is research that indicates children in low-performing schools that internationalize the curriculum “students perceive themselves as modern day explorers” raising their motivation and performance (Asia Society, 2008).

16. Teachers B. Shaklee, 2013 • The focus has been on preparing our students for the 21st Century – for a global and inter-connected world. • Who is preparing the teachers? • Programs ‘dance’ around terms such as social justice, culturally responsive classrooms, global citizens… • There is much language but little practice. • There is little implementation in teacher education programs. • Shaklee & Baily, 2012

17. In small group B. Shaklee, 2013 How do you foster the inter-cultural competence of your administrators and teachers? How do you study the values, roles, traditions of the international students you serve? What is the role of international parents in your school? How have you moved beyond “food, festivals and fun” approach to culture?

18. Becoming inter-culturally competent B. Shaklee, 2013 • Able to manage the stress associated with intercultural interactions • Able to communicate verbally and non-verbally across cultures • Able to establish and maintain positive new relationships across cultures • (Brislin & Yoshida, 1994)

19. An Example: Okay? B. Shaklee, 2013 U.S.A. & U.K = okay Japan = money Russia = zero Brazil = insult

20. Pyramid of Intercultural Competence – Initial B. Shaklee, 2013 • Affective – respect, openness and curiosity is a pre-requisite to developing • Cognitive - cultural self-awareness, culture-general as well as culture-specific knowledge • And Skills sets such as: • Listening, observing, and interpreting • Deardorff, 2006

21. Pyramid of Intercultural Competence (Deardorff) B. Shaklee, 2013 All of which are needed prior to being able to develop a more enhanced behavioral repertoire of: flexibility, empathy, adaptability, and more culturally competent communication and interaction

22. Inter-culturally minded B. Shaklee, 2013 Ultimately, people who are inter-culturally minded move from the avoidance or tolerance of difference to a respect and appreciation of difference, and from an unconscious ethnocentrism to a more conscious awareness of their own and others’ cultures (Bennett, 1993).

23. Inter-culturally competent B. Shaklee, 2013 Instead of being conscious of what not to do to avoid racism, sexism, and other prejudices, they understand what they can do to create respectful, productive intercultural relationships. Inter-culturally effective people, thus, are proactive in nature and seek out diverse perspectives and contributions when making decisions and taking actions (Cushner, 2012).

24. Developmental Model of Intercultural Sensitivity (Bennett) • Ethnocentric • Denial • Defense • Minimization • Ethnorelative • Acceptance • Adaptability • Integration Where do your teachers stand? How do you help them? B. Shaklee, 2013

25. Cultural Identity of a Teacher B. Shaklee, 2013 • Emerges out of one’s cultural upbringing that is carried throughout one’s life and relations with others. • Identity motivates and colors the social dynamics of teaching as well as pedagogical approaches used to teach. • If a teacher does not reflect on the aspects of culture upon his/her identity the ramifications on students can be immense. • Romano & Cushner, 2007

26. To be an inter-culturally competent teacher B. Shaklee, 2013 Openness to other ways of living, of speaking and of interacting Propelled to be curious and then to search Non-judgmental, understands that comparisons lead to judgments Able to go beyond comfort zone of the familiar Able to tolerate ambiguity Able to understand and empathize with a diverse range of people Able to speak another language fluently

27. Strategies to enhance B. Shaklee, 2013 • Conversational Partner • Cross-cultural pairing to better understand another culture • Meet six to eight times during the term (online) • Discussions range from reading newspapers together to family to “how to get things done” • Sharing at a general level/level of comfort • Changes in substantive knowledge of culture, personal understandings and interpersonal relationships (Wilson & Flournoy, 2007)

28. Strategies to enhance B. Shaklee, 2013 • Curriculum development teams • Recognize teachers may have come from pedagogical approaches that are “tell & show” & highly westernized • Design teams that can scaffold teacher’s ability to become a “curriculum maker” • Focus then becomes on perpetual inquiry and research in order to create learning around specific concepts and designing activities to foster those concepts

29. Strategies to Enhance B. Shaklee, 2013 Foster study abroad or joint international student teaching placements for candidates Fulbright Teacher Programs – http://fulbrightteacherabroad.org Foster immersion programs within another culture Foster teacher education study abroad Foster World Language for Teachers

30. What does it take? B. Shaklee, 2013 An inter-culturally competent faculty National standards for teacher education that expand our boundaries Teacher candidates – high academic standards Different clinical experiences Internationalized coursework that includes knowledge of cultural heritage, intercultural competence, immersion in a significantly different culture, world language skills

31. To have Children of the 21st Century B. Shaklee, 2013

32. We must first have teachers of the 21st Century • Are we preparing teachers for the 21st Century? B. Shaklee, 2013

33. B. Shaklee, 2013 Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Chapters 1 and 3 (pp. 5 – 18, 43-54). Buffalo: Multilingual Matters. Byram, M., & Feng, A. (2005). Teaching and researching intercultural competence. In E. Hinkel (Ed.) Handbook of research in second language teaching and learning (pp. 911-930), Mahwah, NJ: Erlbaum. Cushner, K. & Brennan, S. (2007). Intercultural Student Teaching. Lanham, MD: Rowman & Littlefield, Lunenberg, M., & Willemse, M., (2006). Research and professional development of teacher educators. European Journal of Teacher Education, 29(1), 81-98. Dooly, M., & Villaneuva, M. (2006). Internationalisation as a key dimension to teacher education.  European Journal of Teacher Education, 29(2), 223-240. Duckworth, R. L., Walker Levy, L., & Levy, J.  (2005). Present and future teachers of the world’s children: How internationally-minded are they? Journal of Research in International Education, 4, 279 - 311. Fox, R. K. (2012). Critical languages: Working with world language students in the classroom. In B. Shaklee and S. Bailey, (Eds.), Internationalizing U.S. teacher education. Lanham, MD: Rowman & Littlefield. 

34. B. Shaklee, 2013 Fox, R., & Diaz-Greenberg, R. (2006). Culture, multiculturalism, and world language standards: Toward a discourse of dissonance. European Journal of Teacher Education, 29 (3), 401-422. Goncalves, M., & Andrade, A. (2007). Connecting languages: The use of the portfolio as a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education, 30(2), 195-213. Heyward, M. (2002) From international to intercultural: Redefining the international school for a globalized world. Journal of Research in International Education,9(1), 9 - 32. Lam, W.S.E (2006). Culture and learning in the context of globalization: Research directions. Review of Research in Education, (Special Issue on Rethinking Learning: What Counts as Learning and What Learning Counts) 30, 213-237 Sercu, L. (2005). Foreign language teachers and the implementation of intercultural education: A comparative investigation of the professional self-concepts and teaching practices of Belgian teachers of English, French and German. European Journal of Teacher Education, 28(1), 87-105

35. B. Shaklee, 2013 Shaklee, B. (Spring, 2011). Leading for Diversity. InterEd: The Journal of the Association for the Advancement of International Education,Vol., 38 (112), 22-24. Shaklee, B. and Baily, S. (Eds.) (2012). Internationalizing Teacher Education in the United States, Lanham, MD:Rowman & Littlefield Education Publishing Group. Vasquez, O. (2006). Cross-national explorations of sociocultural research on learning. Review of Research in Education (Special Issue on Rethinking Learning: What Counts as Learning and What Learning Counts) 30, 33-64. Wang, E., Lin, E., Spalding, E., Odell, S., & Klecka, C. (2011).  Understanding teacher education in an era of globalization. Journal of Teacher Education, 62(2), 115-120. Wiseman, A., & Fox, R. (2010). Supporting teachers’ development of cultural competence through teacher research. Action in Teacher Education, (32) 4, pp. 26-37. DOI: 10.1080/01626620.2010.549708  Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 61(5), 422-431.

36. Resources B. Shaklee, 2013 American Council on Education, http://www.acent.edu Asia Society, http://asiasociety.org/education-learning Global Issues Network, www.global-issues-network.org Global Teacher Education, www.globalteachereducation.org Kidz Connect, http://www.kidzconnect.org Longview Foundation, www.longviewfdn.org Student News Action Network, http://newsaction.tigweb.org Teacher Education Goes Global, www.teachereducationgoesglobal.org